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08/2004 Module 5 Programs/Basic Interpretation Handbook

To raise newquestions, newpossibilities, to regardold problems from anew angle, requirescreative imaginationand marks realadvance in science.

Albert Einstein

Programs

© 2003 California State Parks

08/2004 5-2 Programs/Basic Interpretation Handbook

ProgramsModule 5

What is it?

Why do we do it?

How do we do it?

Thinking is more interesting thanknowing, but less interesting than looking.

Johann Wolfgang Goethe

the foundation for all interpretive presentations

establishes the underlying components forcreating successful personal interpretationcombine a strong theme with good research totell a complete story with a beginning, middle,and ending

Introduction Now that we have an understanding of what interpretation is, why we do it, and the basiccommunication process that serves as the foundation of all interpretation, we are ready to start creatingour own programs. This module introduces the basic components of an interpretive program. Althoughthere are many forms of personal interpretive programs including walks, talks, campfires, etc., there arebasic building blocks of successful interpretive programs regardless of the delivery form. We will reviewthese elements, including the theme, research, introduction, body, and conclusion, in this module. Foreach of these elements in a program, we will discuss its purposes and the various types and methods ofimplementation.

ThemeDefinition The primary element of an interpretive presentation is the theme. The theme is the one definingcharacteristic that separates all other communication forms from that of interpretation. Somepresentations are simply laundry lists of facts and information; these are known as “show-and-tell”presentations. You walk visitors through the park and show them the plants (or flowers, or artifacts) andtell them some information about each one. This is not true interpretation. True interpretation isdistinguished by the conveyance of a discernible message driven by an expressed need. As wediscussed in Module 4-Planning, the theme is the message. It is the reason we are giving the program. Itis identified through careful examination of the park’s significance, resources, management needs, andthe visiting public. Once targeted messages have been identified through careful planning, a theme canbe developed.


At the completion of any interpretive presentation, the audienceshould be able to tell you what was said by summarizing it in onesentence. This sentence is the theme, the central or key idea of anypresentation. William J. Lewis

Meaning, direction, and structure Themes outline the way interpreters connect visitors to the resource. They help us identify themessage or “big picture.” A good theme should answer the question, “So what?” (Ham, 1992). In other

words, why is this program worthy of visitors’ time and effort? The NationalPark Service approach to interpretation indicates that a great theme will linkthe tangibles in a park (the object, place, etc.) to the intangibles (themeanings, ideas, emotions, etc.) (Kohen and Sikoryak, 2000). The themealso helps guide our research, saving time and focusing our attention on the

relevant pieces of information for the story. For example, if the presentationwere on birds, think about how many books and sources of information you

would have to wade through. If your theme were, “Birds take flight for life,” yourresearch is now narrowed and certainly more manageable. The theme also provides the

overarching organizational structure for the program. All main points, or subthemes, in the programshould fit within and compliment the main message, or theme.

Creation Before we discuss how you can develop a theme, remember from Module 4-Planning that themesfor the park or programs may already be identified in park planning documents. Be sure you havethoroughly completed the research phases of the planning process before you create program themes.Once you have identified the topic of the program and the target message based on planning, themescan be developed using a few easy steps. The first step for developing a theme is to brainstorm. Brainstorming is essentially free form thinkingto generate ideas regarding a particular topic. It is used to promote creativity for finding differentapproaches for programs. Familiarity with a topic often breeds a lack of ability to see it creatively.Brainstorming works best when done with a group of people. The goal is to generate a large number ofnew ideas about a topic. Get started by writing the topic or subject in the center of a piece of paper,chalk board, etc., and then record all ideas and thoughts that are verbalized by participants (Figure 5.1).Hearing what others think often generates new and creative ideas.

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Theme


feathe

rs

osprey

eggs/

reprod

uction

hooked

bill

nests/

nesting

behavio

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predat

ors

trees

beesfalc

ons are

fast endang

ered

rarematin

g ritua

ls/beha

vior

habitat

destruc

tionhidden

beautif

ul

survival

of neotr

opical

species

humming-

birds

migration

s

travel

flight

hollow

bones

beak

Bird brainstorm Figure 5.1

Birds

Theme


Brainstorming

After brainstorming, ideas need to be categorized and grouped. This is called mind mapping orclustering. It is a simple technique that can be used after brainstorming to link generated ideas intopotential subcategories that can then be used to produce themes. Generated ideas can be placed inmore than one category, so be sure to use different colored pens, or different shapes for grouping ideas(Figure 5.2). Once ideas are subgrouped, brainstorming can focus on a particular subgrouping ofinterest, which might develop into your theme. Notice how many potential messages (themes) aboutbirds are starting to emerge from the example in Figure 5.2.

Clearly identify the target topic or subject of thebrainstorm.Establish group norms in the beginning.Record all responses so everyone can see.Have a manageable group size. At least threeand no more than 10 is recommended. In a largegroup, have two recorders.Change the recorder so everyone gets a chance toparticipate in the brainstorm.Record all answers with no discussion. Discussion andclarification comes later in the process. For now, the goal issimply the generation of new ideas.

•

•••

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•

Theme

A chalkboard or flip chart canbe used to record answers.


osprey

eggs /

reproduction

hooked bill

n e s t s /

nesting

behavior

predators

t r e e s

bee sfalcons are fast

endangered

rare

mating rituals/

behavior

habitat

destructionhidden

beautiful

survival of neotropical specieshummingbirds

migrations

travel

flight

hollow bones

beak

Figure 5.2

Birds

feathers

Theme

Focus the brainstorm


After selecting a grouping of ideas to explore for developing a theme, use Sam Ham’s three-sentencemethod to refine the theme. To test your theme, Ham recommends answering the following three keyquestions.

1. The first sentence simply states the topic of the presentation.“Generally, my presentation is about _________ _(topic)______________.”For our example: “Generally, my presentation is about birds.”

2. After the brainstorming and mind mapping, you can more narrowly define your topic.“Specifically, I want to tell my audience about _(more narrowly defined topic) .”For our example: “Specifically, I want to tell my audience about why and how birds fly.”

3. Once the topic is narrowed, the third sentence begins to create the message that you want theaudience to carry away with them.“After hearing my presentation, I want my audience to understand that _(theme)_.”For our example: “After hearing my presentation, I want my audience to understand that birdsfly to survive.”

The third sentence can be modified to fit the particular objective of the program. For example, wecan have emotional, cognitive, or behavioral program objectives. If the program objective were to alterbehavior, then it might be better to use the verb “do,” “support,” or “participate” etc., rather than“understand” as in the original version. The verb that works best will depend on the overall objective(s)guiding the program. A good theme emerges using Ham’s method, but not a great one…yet.

• Is specific, simple, and short.• Conveys a complete thought or message.• Reveals the purpose for the presentation.• Contains only one main message.

For our example, “Birds fly to survive” is a good theme. Itconveys a complete message, reveals the purpose and focusof the talk, and is short and simple.

A good theme

Theme


A great theme

Not only

But also

• Stars are recyclers of the universe.• Solar power uses the sun to make your home run.• Change the world we live in, one solution at a time.• Humboldt Bay starts on your street.• Fire forges every phase of life.• Redwoods adapt to survive fire.• The river tells the Yurok story.• Find a new kind of gold in California State Parks.

Other theme examples

Writing good themes is easy using the steps outlined above. Take your time and be creative. Writinggreat themes comes with practice and years of experience. The theme is the first step of creating asuccessful interpretive program and should be done with care and patience.

• Is specific, simple, and short.• Conveys a complete thought or message.• Reveals the purpose for the presentation.• Contains only one main message.

• Paints a picture.• Uses active not passive language.• Answers the question “So what?”• Provokes and promotes attendance.• Provides a positive message.

Expanding on our previous example, we arrive at “Birds take flight forlife” as our theme. This conveys the same meaning but is moreinterestingly worded, paints a clearer picture, and promotes curiousity.This theme could be improved even more with additional brainstorming.

Theme


Research

Developing the theme After the theme is created, it is time to continue your research. Remember, you conducted researchin the planning stages. It was through that early research phase of the process that preliminary ideaswere generated, helping you to brainstorm and create the target messages. Once you have created atheme through brainstorming, you are ready to conduct very specific research guided by the theme. Thisphase of the research process is used to develop and hone your theme, which will evolve and change asyou learn more about your topic. Sometimes the research you uncover may alter the theme altogether;be flexible and allow your theme to reflect the research. We conduct research to accurately understand and then convey information to the public.Interpreters are the interface between the resource and the public and have a responsibility to tell the“truth” of the thing, place, time, or event. There are many perspectives of historical events, andresearchers often differ in their interpretations of science. It is the job of the interpreter to communicateas honestly as possible. Conducting good research is the only real method to ensure the reflection ofaccurate information.

• Review existing park information relevant to the theme(may have been collected during the inventory phase of theplanning process).

• Visit the sites applicable to theme (primary research).• Examine books, journals, reports, etc., to support theme

development (secondary research).• Keep notes that are organized by subtopic within the

theme, with citation included.

Conducting good research

Research


Two approaches As reviewed in detail in Module 4-Planning, there are two basic approaches used to conductresearch– primary and secondary data collection. Conducting research that is guided by a theme is verysimilar. The sources for information are the same, but the techniques are a bit more refined. Forexample, in the planning stages primary data collection consisted of inventorying the site and assessingall the resources. Conducting primary research after a theme has been created involves very specificsearches for examples demonstrating main points or ideas in the program. Remember, one of the goals of interpretation is to link visitors to the resource. In order toaccomplish this, primary research must be conducted. Where in the resource are the best places todemonstrate the phenomenon of your program? This information may be used differently, depending onhow the program will be delivered to the public. For example, you may demonstrate the information in awalk by actually taking visitors there, or in a talk by using the location to direct visitors to go see it forthemselves. You may also show it to them in a slide presentation. Regardless of the method used, thepurpose of the primary research is to identify the places, sites, and objects in the park relevant to orappropriate for a particular theme. For our theme example, “Birds take flight for life,” we would useprimary research to find places in the park that provide the best opportunities to see birds, andespecially birds in flight. Secondary research is used to provide a more in-depth understanding of the theme. It provides thebackground, substance, and information that will be used to develop your presentation. A good startingpoint for secondary research is to review the thematically relevant information collected during theresource inventory stage in the planning process. Review both the primary and secondary data that isappropriate for your theme. After the initial review of compiled data, the search continues for otherinformation that supports and helps you develop your theme. Potential sources of information are thesame as discussed on pages 4-5 in Module 4-Planning. Be sure to use information that is the mostcurrent, from a wide variety of sources (do not just use the Internet), and interesting. Researchprepares you to tell a great story. The research conducted in this stage should be written and kept in a file under the theme idea youare developing. Be sure to date all observations and note any special circumstances you observed. Thisinformation is helpful to change the program in the future and provide insight into its successes andfailures.

The work of the specialist, the historian, the natu-ralist, the archeologist, is fundamental, then. With-out their research the interpreter cannot start.

Freeman Tilden

Research


The story The basic interpretive presentation is like telling a story to visitors. It has a beginning, a middle, andan ending. A good story has an introduction that sets the stage for the body or main part of the story anda conclusion that brings it full circle leaving the audience satisfied. Let us take a look at the process ofcreating the story. Sam Ham coined the 2-3-1 rule for the order in which the main parts of aninterpretive presentation should be developed. According to Ham, if the introduction of the presentationis #1, the body is #2, and the conclusion is #3, the 2-3-1 rule indicates the order in which thepresentation should be developed. How can you write an introduction for a presentation that you havenot written yet? You cannot! Ham’s approach to developing the body of the talk first, followed by theconclusion, and last the introduction is a logical approach and one that we recommend. Now that youhave developed a theme and have completed much of your research, you are ready to begin developingyour story.

The story

The middle The main points are developed and delivered to the audience in the body (middle) of thepresentation. Remember, there should be no more than five main points covered in the body of thepresentation. The body is the heart of the talk, allowing the interpreter to relate information to visitors,inspiring them to want to learn more, and promoting management goals and objectives. Do not forget toincorporate RAPPORT and the other communication strategies reviewed in Module 3-Communicationwhen developing the body of the talk. There are two structures for developing the body of an interpretive presentation: theme/subthemesand narrative. Although both structures should have an overarching message, these categories will allowfor ease of discussion. It should be noted that there are many permutations of these categories. Thisterminology simply allows us to distinguish between two styles of developing the body of a presentation.

Tell a good story with a beginning, middle, and ending.


Theme/subtheme The theme/subtheme structure of a presentation is developed and supported by main points orsubthemes. Most interpretive presentations are developed using this format. For theme/subthemestructure each main point has four elements (Ham, 1992). The first thing each main point should do isfocus attention on the subtopic covered in that main point. “Many bird species mate in flight.” Inthis example, we are introducing mating behavior as the subtheme supporting the main theme that “Birdstake flight for life.” The next element of each main point is to describe or explain the information.“There are four species of birds in this park that mate in flight ….” After presenting theinformation, each main point should have a thematic connector bringing the information back to thetheme. “Mating behavior is an example of how birds take flight for life and in this case, to createlife.” The final element of each main point should be a transition to the next main point (or conclusion).“Now that we have discovered how successful mating depends on flight, let us look at theimportance of migration for the life of many birds.” Taken together, this approach to designing thebody of the presentation follows a theme/subtheme structure. The program contains a central message(theme), which is developed through the creation of several subthemes (main points), which are alllinked together with transition sentences.

Introduction

Body (middle)1st main point

A. Focus attentionB. Describe or explain the informationC. Connect to themeD. Transition

2nd main pointA. Focus attentionB. Describe or explain the informationC. Connect to themeD. Transition

3rd main point, etc.

Conclusion (ending)adapted from Sam Ham

Theme/subtheme structure

The middle


Narrative The second type of structure for developing the body of an interpretive presentation is morenarrative in form; historical or living history presentations often follow this approach. Thenarrative structure also has a central message or theme, but it may not be so obviously stated as inthe theme/subtheme structure. The narrative structure follows more of a fluid format. There may bedialogue, conversation, or narrator-style presentation of information. For example, the interpreter thatcomes out in character and relives a moment in history for the audience will probably not follow theoutlined theme/subtheme structure. The presentation will flow more fluidly, like a conversation. Theremay not be discernible main points and transition sentences. However, this type of presentation can bevery powerful and provoking. Susan Strauss talks about the “story way” of communicating and how itcan be one of the most effective methods of interpreting science and history. “Storytelling is considereda literary art (even though it is oral and not written) because it shapes a narrative to create meaning oraddress a problem, a question, an imbalance, or a desire” (Strauss, 1996). This in essence isinterpretation.

Narrative structure

An example of a presentation about the role of flight in thesurvival of birds: I am the last of my kind still found in these hills. There used to behundreds of us before the roads, the campgrounds, and all the trails.I looked for others for years before I finally gave up. I used to hearfar off cries of others, but no more…the woods have been silent forsome time now. We used to travel to this place together in greatflocks…

The above narrative presentation might go on to describe the reasons for migratory birdspecies population decreases, but told as a story through the eyes of an endangered bird. It clearlydoes not follow the structure outlined in the theme/subtheme format, but it is certainly a powerfulinterpretive method of presenting information. There is no set formula that can be outlined for presenting interpretation using the narrativeform because there are numerous methods of developing and presenting a story. It could have amoral, present a problem and resolve it after a climax, be an epic, leave the audience wonderingwhat happens, or bring the information full circle. The narrative structure could be used to tell aperson’s individual story, recall a historical event, follow the life cycle of an individual animal orplant, or trace the life of a drop of water through the park.

The middle


The ending The final part of an interpretive presentation, regardless of whether it is a walk, talk, campfire, etc., isthe conclusion. Following the 2-3-1 rule, the conclusion should be created after the body of thepresentation has been designed. The conclusion is a summative message. It is the ending. The reason wegive a conclusion is to give the audience a sense of completeness and an ending for the program. It alsoprovides an opportunity to repeat the program’s theme and subthemes. People are more likely to retaininformation that has been repeated throughout the presentation. Repeating the theme numerous times,and having it as the last thing visitors hear in the conclusion, maximizes retention. Another reason to“formally end” the presentation is to send a clear signal that the presentation is indeed over.

Creating the conclusion There are as many ways to end a presentation as there are presentation styles. Every interpreter hashis or her own method of concluding a presentation. There are some things that every conclusion shouldcontain and many more things that are appropriate for certain programs with specific program goals andparticular presenter styles. Every program should have a clear ending with “thank you for coming” being one of the partingstatements. Ending presentations with, “that’s about it,” or “I’m done,” although reflecting an ending, arenot very powerful in helping to meet program objectives nor are they very professional. Every endingshould somehow repeat the theme, thus increasing the potential that the message will be remembered. Ifit was important enough for you to design an entire presentation around, it is important enough to remindvisitors. The remaining suggestions for a conclusion are not necessary, but can be powerful and effective ifused appropriately. Conclusions can repeat the main points or subthemes of the program. To increaseretention of the submessages, asking for questions from the audience during the conclusion is popular.Conclusions can have a philosophical slant to them, leave an audience with a question to think about, orprovide them with something to do. Bring information sources (books, etc.) for the audience to reviewand/or include them in your ending with announcements of upcoming events or other park programs.

You should:Repeat the themeThank the audience for attendingProvide a clear ending

You can:Repeat the subthemesGive a philosophical endingLeave the audience with a questionProvide opportunities for actionShow resources for more informationAdvertise future programs

Bye bye - in conclusion - adios - cat’cha later ...

••••••

•••

The ending


This is an example of a conclusion:

“We have reached the end of our journey together today.Remember that birds take flight for life. Migrating, escaping frompredators, and mating are just some of the critical roles flight playsin the survival of birds found in this park. The next time you see a bird take flight, ask yourself if you thinkit is for life, love, or longing. I brought some books on the subject ifanyone is interested. Let your imagination soar with some of thesegreat resources on the birds of this park. Does anyone have anyquestions? If not, I would like to thank you all for coming and hopeyou have a great afternoon.”

Conclusion

The beginning After you have designed the body and the conclusion of the presentation, you are now ready tocreate a powerful introduction to set the stage for the program. The introduction is critical, because it isin this early stage of the presentation that people make judgments. The introduction must grab and holdattention. It conveys to the audience that there is a reason for them to commit and stay for the durationof the presentation. The introduction serves three primary functions. It orients the audience, introducesthe theme, and provides a cognitive map for the audience. A cognitive map is much like a spatial map.You can give directions to your home in two ways, spatially or cognitively. You could provide a spatialmap showing the way visually, or you could simply tell the directions–a cognitive map. A cognitive mapprovides a mental picture or organizing structure for the direction of the presentation (Knopf, 1981). Itshould tell an audience why they are there, what they will get out of the presentation, and what they canexpect. According to cognitive map theory, providing this initial organizing structure should facilitatecomprehension and retention of the message (Knopf, 1981; Hammit, 1981).

Creating the introduction An introduction should include your theme, the main points to be covered in the talk, any orientationor information needed for the talk (e.g., you should wear shoes that can get wet), and an attentiongrabber. The introduction is your first impression with much of the audience; come out smiling. Althoughthere are many other elements besides smiling that will help make a successful introduction, we will notreview them here because they were covered in detail in Module 3-Communication. Remember, aneffective introduction will include all of the elements of effective communication such as those inRAPPORT.

The ending


• Introduce yourself - Tell the audience your name, position in the park, and a littleabout yourself.

• Welcome the visitors - Be a good host.• Provide the theme - Introduce the theme for the talk.• Give an attention grabber - Provide a startling fact, visual aid, thought-provoking

question, etc.• Introduce the main points for the talk - This is part of the cognitive map for the

talk.• Tell the audience why you are giving the talk - People respond better if they

know why. Be sure you know why you are doing it.• During the introduction provide information on - Safety, security,

physiological needs, route of the walk, bathroom breaks, and any difficulties ordangers encountered. The specifics of this information will vary greatly dependingon the type of presentation.

Be enthusiastic

Yo! - howdy - aloha - hi ya - hey

This is an example of an introduction.

Hi, my name is Carolyn. I’ve been a state park interpreter for the past 10years, and I just love working in this park. I would like to welcome you all to SanLuis Reservoir State Recreation Area, a popular stop for waterfowl along thePacific Flyway. How many of you think it would be great to fly? Would you bemore likely to fly for love, life, or longing? Today we will travel down one of thepark’s trails and search for examples of how birds take flight for life. Manyvisitors wonder why the birds do not just stay here all year long. We willdiscover the primary reasons birds take flight to survive, including migrating,hunting for food, mating, and escaping from predators. We will uncover a fifthreason for flight together at the end of the talk. It is an easy walk, covering about one-quarter mile on fairly level ground.The walk will end back here in about one hour. There is poison oak near thistrail, and I will point it out to you when we approach it, so please keep togetherand let me lead. I have binoculars and field guides with me today if anyonewould like to use them. Any questions before we start?

The beginning

Introduction


Putting it all together In this module we reviewed the basic components of an interpretive program. We have seen that allgood programs start with a theme. People forget facts, but they remember a good theme and thesupporting subthemes. Brainstorming, familiarity with the site and visitor, and understanding managementneeds and objectives all combine to assist in creating appropriate themes. Themes also focus researchefforts. Research allows us to connect visitors with the resource in as accurate and honest a manner aspossible. After most of the research is completed, the interpretive story can be fashioned. There are twoprimary structures for developing the interpretive story. We can use both the narrative and theme/subtheme structures to weave our facts and information creatively into an informative, enjoyable, andinteresting program. The actual development of the story should follow the 2-3-1 rule. The body of thepresentation will have around five main points and should be developed first. After the body of theprogram is designed, a conclusion can be created that repeats the theme and provides a clear ending forthe story told during the program. The last thing to be designed is the introduction. The introduction setsthe direction for the program and can only be created after the presentation itself has been designed.These components form the basic interpretive presentation regardless of delivery method.

What’s ahead Now that we have reviewed the communication process and the basic structure of an interpretivepresentation, we can begin to create specific types of programs. The first we will discuss is the talk. Thisis the most basic form of an interpretive presentation. Everything else is simply a variation on this form.

Putting it all together

?


Literature cited

DeGraaf, Donald, Debra Jordan, and Kathy DeGraff. Programming for Parks,Recreation, and Leisure Services: A Servant Leadership Approach. StateCollege, PA: Venture Publishing, Inc., 1999.

Ham, Sam. Environmental Interpretation: A Practical Guide for People with Big Ideasand Small Budgets. Golden, CO: North American Press, 1992.

Hammitt, William. “A Theoretical Foundation for Tilden’s Interpretive Principles.”Journal of Environmental Review 12, no.3 (1981): 13-16.

Kohen, R., and K. Sikoryak. Theme Guide: Case Studies. Prepared by the USDepartment of the Interior, National Park Service, and Intermountain SupportOffice, 2000.

Knopf, Richard. “Cognitive Map Formation as a Tool for Facilitating InformationTransfer in Interpretive Programming.” Journal of Leisure Research 13, no.3(1981): 232-242.

Lewis, William. Interpreting for Park Visitors. USA: Eastern Acorn Press, 1980.

Regnier, Kathleen, Michael Gross, and Ron Zimmerman. The Interpreter’s Guidebook:Techniques for Programs and Presentations. 3rd ed. Stevens Point, WI: UW-SPFoundation Press, Inc., 1994.

Strauss, Susan. The Passionate Fact: Storytelling in Natural History and CulturalInterpretation. Golden, CO: North American Press, 1996.

08/2004 Module 5 Programs/Basic Interpretation Handbook

Additional references

Beck, Larry, and Ted Cable. Interpretation for the 21st Century. 2nd ed. Champaign, IL:Sagamore Publishing, 2002.

Knudson, Douglas, Ted Cable, and Larry Beck. Interpretation of Cultural and NaturalResources. State College, PA: Venture Publishing, Inc., 1995.

08/2004 5-21 Programs/Student Workbook

Programs


Answer each question in the section below before reviewing the material in Module 5-Programs. The answers are not provided. Check your answers with your colleagues and as you read Module 5-Programs. Items from the self assessment may be reviewed and discussed in class.

1) A show-and-tell presentation lacks:a) Informationb) Illustrations and visual aidsc) Good researchd) A theme

2) Which of the following is not a primary reason to use a theme?a) Directs researchb) Identifies the main messagec) Guides the organizational structured) They are easy to create

3) The first step for writing a theme is:a) Mind mappingb) Brainstormingc) Researchd) Observation

4) Mind mapping is:a) Creating new ideasb) Grouping ideas togetherc) Silently brainstormingd) Drawing a visual picture of ideas

5) Which of the following is not a recommended practice for brainstorming?a) Establish group norms earlyb) Discuss all answersc) Clearly identify topicd) Record answers so all can see

Self assessment


6) An interpretive presentation should be developed in the following order:a) Beginning, middle, endb) Middle, beginning, endc) Middle, end, beginningd) End, middle, beginning

7) Name at least three qualities of a great theme.

8) A good target for the number of main points in a presentation is:a) 3b) 5c) 7d) 9

9) There are discernible main points in a narrative program structure.a) Trueb) False

10) Circle all of the following that are part of an introduction.a) Cognitive mapb) Attention grabberc) Themed) Transitions

Now that you have completed the self assessment questions, review the material inModule 5-Programs to confirm your answers. After reading the module, move on to the work-book learning activities, which will assist you in developing your skills.

Self assessment


To help you review and apply the material covered in Module 5-Programs, a selection of reviewquestions and/or activities is provided. Again, no answers are included. Use the material from themodule, outside sources, and your colleagues to help you complete the activities and answer the ques-tions. There may be more than one right answer. Use the questions and activities to generate discussionabout the material. Be prepared to discuss, perform, or demonstrate your answers in class.

1) With at least two other classmates, choose a topic, brainstorm, mind map, and write a theme.Write your theme below and be prepared to go over it in class.

2) Take the following themes and make them better without changing the meaning.

Redwoods have adapted to survive fire.

The Yurok story can be told in the river.

Tide pool life struggles to live on the edge.

Pioneers traveled west.

Many non-native species cause damage in the park.

The bay is home to many different animals.

Dams prevent salmon from swimming upstream to spawn.

The discovery of gold increased California’s population.

The desert comes alive with life at night.

Workbook learning activities


3) When do you think a narrative structure would be preferable to a theme/subtheme structure?

4) What do you think is the most important part of an introduction? Why?

Workbook learning activities


Answer each question with the information specific to your park. You will have to conductsome research in order to answer each question. Use the answers as a guide for beginning your careerin California State Parks.

Programs

Park name____________________________________________________________________

1) Based on the research you started in the previous modules, select one topic that should beinterpreted in your park. Go through the appropriate steps and generate at least two possiblethemes for that topic.

2) Choose one theme from above, and create an outline for a program.

Take it to your park


3) For the same theme, indicate potential sources of primary and secondary information that would bebeneficial in developing the program.

4) Write an appropriate introduction and conclusion for the program.

Take it to your park

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